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Transcript of Gender Stereotypes and Teachers Perceptions (The Case of Pakistan)
Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol 2, No.7, 2012
17
Gender Stereotypes and Teachers Perceptions (The Case of
Pakistan)
Sajid Gul (Corresponding Author)
Faculty of Administrative Sciences Air University Islamabad, Mardan 23200 KPK Pakistan
Tel: +92-332-8102955 *E-mail: [email protected]
Muhammad Bilal Khan
Faculty of Administrative Sciences Air University Islamabad, Tel: +92-334-8819057
E-mail:[email protected]
Sumra Mughal
MS Scholar Air University Islamabad
Tel: +92-301-8959323 E-mail: [email protected]
Shafiq Ur Rehman
Lecturer University of Malakand, Pakistan
Tel: +92-333-9842005 E-mail:[email protected]
Naveed Saif
PhD Scholar Gomal University D.I Khan
Tel: +92-333-9300811 Email: [email protected]
Abstract
The purpose of this study is to investigate the attitude and perception of university teachers towards students’ gender
role. A self-administrated questionnaire was used to engender the responses from 155 university teachers of private
and public sector universities in Pakistan and responses were analyzed according to gender and education in order
to find out that why they show biasness towards male and female students and how gender-stereotype is played out
by teachers in the classroom. In this paper we will also analyze that how these demographic independent variables
effects the belief and perception of teachers regarding students’ gender role. Results indicate that teachers have
different behavior towards male and female students and it is due to teacher’s perceptions and attitude toward their
students’ gender role. Result shows that discrimination by teachers towards the students’ gender role in public and
private sector universities as well as age, qualification, designation, language, marital status and ownership have
significant relationship with students’ gender biasness. This relationship has not been investigated in Pakistan before
so our study is with the purpose to empirically get an insight to Pakistan. As teacher gender role stereotyping is the
most considerable factor in educational differences of gender but there are few studies focusing on it. It is agreed that
teachers have the greatest influence on educational stereotypes so; our study is part of the minority effort to deal with
this problem.
Keywords: Teachers ‘Demographics, Gender Stereotypes, Teachers' Perceptions and Belief, Students' Gender Roles;
Pakistan.
1. Introduction
Past researches indicate that teachers have different behaviors towards male and female students and it is due to
teacher’s perceptions and attitude toward their students’ gender role which leads to the existence of societal
stereotyping. “Despite indications that teachers perception of gender role is one of the most influential factor
concerning teachers different behaviors’ and educational discrepancies, relatively few Israel studies have addressed
this issue of gender and teacher-student classroom interaction” Ben Tasvi-Mayer (1993) . “Teachers are unaware and
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Vol 2, No.7, 2012
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deny that they hold or perpetuate biased perceptions of males and females. Results show a significant difference
between the gender stereotype belief, attitudes and practices of males and females teachers” Ayodeji Ifegbesan
(2010). “Unless teachers are made aware of the gender-role socialization and the biased messages they are
unintentionally imparting to students every day” Amanda Chapman (2001). University teachers shows biasness
towards students’ gender role which is reinforcing in their students through unequal distribution of special
education service, entertained messages, more concentration toward girls, unbalanced time, give inequitable attention
towards boys and girls.
Our base study is conducted by Moshe Tatar and Gina Emmanuel in Israel in which “Attitudes and perceptions of
teacher’s behaviors’ regarding student’s gender role” is investigated. “These findings may reflect a relative lack of
teacher awareness concerning the in-depth nature of gender stereotypes and their overall influences” Tatar &
Emmanuel (2001). This study has been done in Israel, France, US, Spain, India, Nigeria, Hong Kong but this
relationship has not been investigated in Pakistan before. Our study is with the purpose to empirically get an insight
to Pakistan. As teacher gender role stereotyping is the most considerable factor in educational differences of gender
with very few studies focusing on it. It is agreed that teachers have the greatest influence on educational stereotypes
so; our study is part of the minority effort to deal with this problem.
The present study is an attempt to investigate the attitude and perception of university teachers towards students’
gender role in private and public institutional sector in Pakistan. The objective of our study is to understand the
features and causes of teachers biased behavior towards the male and female students. This effect of biasness should
be eliminated by teachers because deserving and intelligent students suffers a lot, and in return their performance
became low and they become unable to contribute their gifts to society. The present study can be helpful in creating
awareness among the teachers regarding their biased behavior which they are reinforcing in their students, and it can
be abolished by eradicating the socialization messages, more concentration toward girls, inequitable division of
special education services, and unbalanced time and types of attention spent on boys and girls in the classroom, this
will insure high level of students’ performance and contribution of their talent to society.
1.1 Research Objectives
This study has three objectives to achieve. First is to gain a better understanding of teachers’ awareness and
perception of gender-stereotyped practices. Second is to compare teachers’ characteristics with their knowledge and
perception of gender-stereotyped practices. Finally is to determine the relation between background variables of
teachers and their knowledge and perception of gender-stereotyped.
2. Literature Review
It is clear that there are a number of debates about the impact and influence of perception that still remain even despite
marked advances in human understanding and technology. Reviewing the literature, the relationship between
gender-role orientations and gender stereotype with some related variables has been discussed.
2.1 General Perceptions of Gender Stereotypes
Expectation effects occur ". . . because of the actions which teachers take in response to their own expectations" Good
(1987). Fung and Ma (2000) stated that stereotype is a biased perception, which may be a sixth sense, discrimination,
a mind's eye, or past impression of what a person has been.
According to Martin and Halverson (1981) gender stereotype is one type of “subjective perception of what a man or
woman should be or how people should behave”. Young and Hurlic (2007) stated that gender, can be viewed as “an
interaction between men and women within contexts of power and status”.
Sometimes stereotype usually communicate that men as intellectually, capable, Knowledgeable, brawny and bold,
while women are as homely, humid and expressiveness, unskilled and inactive. According to Fiske (1993) and Stangor
& Lange (1994) the boys are the sturdy, foremost person with headship trait, one who works should outside the home
in often-prestigious occupations, while girls are usually represented as being subordinate and detained in the home.
There are various types of gender stereotypes: self-stereotyping, school stereotyping and family/cultural stereotyping
by gender. However, most of these researches are conducted in developed countries and has been preoccupied with
gender-stereotyped and school system, gender-stereotyped and career or in workplace, gender-stereotyped in
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textbooks and gender-stereotype and students’ achievement and performance Leder (1992); Watt & Bornholt (1994);
Powell, et.al., (2002); UNESCO (2004) and White & White (2006).
2.2 Gender Roles in Education
According to Tiedemann (2002) studied effect of teachers' gender stereotypes on their impressions of their students'
talent and attempt in mathematics. He reported that teacher perceptions were reliable with stereotypes of gender
discrimination. Sadker (1994) stated that while taking lecture in the same class different students receive different
response from teachers due to gender discrimination and due to which boys and girls receive very different educations.
This effect of biasness should be eliminated by teachers because deserving and intelligent students suffers a lot, and in
return their performance became low and if this problem is not eliminated then they become unable to contribute their
gifts to society.
According to past researches, some authors said that boys suffers a lot and being neglected by teachers due to gender
discrimination while some studies are opposite to these findings and argued that it is not necessary that only the boys
suffered by discrimination but at some places girls are also being neglected and thought to be inactive, unintelligent,
subordinate, and passive. As Bailey (1992) stated that Girls are being popular and well-liked as more important than
being perceived as competent or independent while on the other hand, boys are more likely to rank self-determinate
and capable, skilled and talented. Elwood and Comber (1996) investigated that girls are generally apparent to be more
enthused and hard-working than boys, but boys are supposed to be more self-confident and anxiety free. Jasmijn C. Bol
(2006) discussed two attribute of biasness in his study that are lenience bias and centrality bias and resulted that
Leniency bias positively affects performance improvement, while Centrality bias has a negative effect on performance.
There are potentially significant consequences for gender differences in power. For instance, past studies suggest that
women’s career progression, networking opportunities and access to benefits may be linked to power Carli (1999). In
addition, research has shown that women may be castigated more than men for exercising certain types of social power
Elias & Loomis (2004).
2.3 Relationship between Teachers' Attitudes and Classroom Behaviour
As attitude toward gender role are composite and conflicting. Sometimes individuals often adhere verbally to the
rhetoric of equality, but that is not necessarily revealed in their behavior. Sadker (1994) stated that over the course of
years the unequal distribution of teacher’s time, energy, uneven attention towards girls and boys, boys getting the
lion's share, and girls are being ignored and neglected. As Amanda Chapman (2001) found that sometimes teacher
are unaware of their own biased behavior because they are simply teaching and the slightly inequity in the teachers’
material are overlooked. According to Sadker (1994) until educational chauvinism is wiped out, more than half our
children will be short changed and their gifts lost to society. Jones, Evans, Burns, and Campbell (2000) provided
teachers should realize their reinforced biasness and aimed to reduce this in the classroom. The module contained
research on gender equity in the classroom, specific activities to reduce stereotypical thinking in students, and
self-evaluation worksheets for teachers. Shepardson and Pizzini (1992) reported that teacher considered the males are
more competent in tasks that require mental or abstract operations (analyzing, synthesizing, hypothesizing,
evaluating, interpreting, questioning), while girls are apparent as more proficient in talent related to completing a
task (observing, measuring, communicating, graphing, manipulating equipment and materials).
In the present study, a teacher self-report questionnaire concerning perceptions of their classroom behaviors’ has
been included to determine any differences between teacher perceptions of gender roles and perceptions of their
behaviors’ regarding their students' gender. The present study can be helpful in creating awareness among the
teachers regarding their biased behavior which they are reinforcing in their students, and it can be abolished by
eradicating the socialization messages, more concentration toward girls, inequitable division of special education
services, and unbalanced time and types of attention spent on boys and girls in the classroom, this will insure high
level of students’ performance and contribution of their talent to society.
3. Research Methodology
The data has been obtained from private and public sector universities in Islamabad, Pakistan. Our sample was based
on 155 university teachers. Sampling technique which is being used in this paper is convenience sampling. The
purpose of being choosing 155 teachers from private and public sector universities is to investigate the attitude and
perception of university teachers towards students’ gender role. Teachers Gender-Stereotype Beliefs and Perception
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has been taken as dependent variable and Teachers Designation, Tenure, Qualification, Language, Marital Status,
Gender, Age, University Ownership and Religion have been taken as independent variables. In this paper we will
analyze that how these demographic independent variables effects the belief and perception of teachers regarding
students’ gender role.
We have collected data from 3 public sector and 2 private sector universities. The questionnaires were distributed to
200 university teachers in both private and public sector universities. 170 questionnaires was returned back to us and
30 were didn’t return back because some have been lost by teachers in their quizzes and assignments and some
teachers didn’t take serious to fill it on time and make them pended. Out of 170, valid questionnaires were 155. 15
were invalid or unusable because they were not filled properly and incomplete. So response rate was
=Useable respondents/total distribution
=155/200=77.5%.
A questionnaire is adopted from “Gender-Stereotypes Belief and Practices in the Classroom: The Nigerian
Post-Primary School Teachers” developed by the author named Ayodeji Ifegbesan based on its literature. The
questionnaire consisted of three sections: (1) demographic and background variables, (2) awareness of
gender-stereotyped beliefs, (3) attitudes and practices towards gender.
I. Demographic and university background data
This section included questions about teachers’ background: Designation, Tenure, Qualification, Language, Marital
Status, Gender, Age, University Ownership, and Religion.
II. Awareness of gender-stereotyped beliefs:
In this section respondents will be asked to what extent the statement reflect their personal belief out 10
gender-stereotyped beliefs, using a Likert-type scale with five possible responses (1-strongly disagree, 2-disagree,
3-undecided, 4–agree, 5-strongly agree).
Examples of statements include “Boys generally possess more scientific skills than girls” and “Boys are more active
and outspoken than girls” as well as “Men should be the head of the family” and “Women’s place is at home”.
III. Attitude/practices variables
There are 19 statements rated on a Likert-type scale, with five possible responses to each statement (1-strongly
disagree, 2-disagree, 3-undecided, 4–agree, 5-strongly agree).
Examples of statements include “Teachers should encourage male and female students to carry out the same
activities” and “My classroom practices encourage students to respect other gender”, as well as “Teacher education
program should foster awareness of gender-stereotyped issues” and “I try to discourage gender stereotyped behavior
in my class.”
3.1 Hypothesis
All returned survey questionnaire will be coded on Statistical Package for the social sciences (SPSS). The awareness of
gender-stereotypes beliefs and perception statements will be scored with the responses progressing from one through
to five for strongly agree (SA), agree (A), undecided (UD), disagree (D) and strongly disagree (SD) respectively.
To ascertain differences according to teachers’ characteristics: Designation, Tenure, Qualification, Language, Marital
Status, Gender, Age, University Ownership and Religion, the t-test and analysis of variances (ANOVA) statistics and
descriptive statistics will be employed.
H1: According to Gender-Stereotype belief, Teachers exercise positive attitude towards students regarding students’
gender role.
H2: According to Gender-Stereotype perception, Teachers exercise gender equitable behavior in class.
H3: Teachers’ gender significantly effects the belief of teacher regarding students’ gender role.
H4: Teachers’ marital status significantly effects the belief of teacher regarding students’ gender role.
H5: Teachers’ university ownership significantly effects belief of teacher regarding students’ gender role.
H6: Teachers’ gender significantly effects the perception of teacher regarding students’ gender role.
H7: Teachers’ marital status significantly effects the perception of teacher regarding students’ gender role.
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H8: Teachers’ university ownership significantly effects perception of teacher regarding students’ gender role.
H9: Teachers’ designation significantly effects the belief of teacher regarding students’ gender role.
H10: Teachers’ tenure significantly effects the belief of teacher regarding students’ gender role.
H10: Teachers’ qualification significantly effects the belief of teacher regarding students’ gender role.
H12: Teachers’ language significantly effects the belief of teacher regarding students’ gender role.
H13: Teachers’ age significantly effects belief of teacher regarding students’ gender role.
H14: Teachers’ designation significantly effects the perception of teacher regarding students’ gender role.
H15: Teachers’ tenure significantly effects the perception of teacher regarding students’ gender role.
H16: Teachers’ qualification significantly effects the perception of teacher regarding students’ gender role.
H17: Teachers’ language significantly effects the perception of teacher regarding students’ gender role.
H18: Teachers’ age significantly effects perception of teacher regarding students’ gender role.
3.2 Characteristics of population
3.2.1 Demographics of respondents
According to Gender, 57.4% male and 42.6 female have participated, this means that ratio of male teachers is more
than female in universities.
According to designation, 98% lecturers, 27.7% assistant professor, 6.5% associate professors and only 2.6%
professors have participated which shows that most of the teachers are designated as a lecturer in universities.
The case of tenure shows that 25% teachers have less than 1 year experience, 51.6% teachers have 1-3 years’
experience and only 1.9% teachers have more than 10 years’ experience.
According to Qualification, 32.9% are Masters, 61.3% teachers are MS/MPhil and only 5.2% teachers are PhD’s
which shows that most of the teachers teaching in universities are graduates and only few are PhD.
According to Native language 41.9% speak Urdu, 3.9% speak English, 37.4% speak Punjabi, 14.8% speak Pasto and
only 1.9% speaks others which show that most of the teachers of this area like to speak Urdu, Punjabi and Pashto.
In case of marital status, teachers teaching in universities are 59.4% married and 40.6% are unmarried.
According to age, 60.6% teachers lie between (20-35), 36.8% between (35-50) and only 2.6 are above 50 which
means that most of the teachers are young having their age from (20-35). We take into account 58.1% public
universities and 41.9% private universities.
According to religion all the teachers are Muslim and all the universities are located in urban area.
4. Results and Discussion
Analysis revealed that the university teachers are largely aware of the gender stereotyped belief; however some of
them are not interested in gender issues. Majority of the teachers accepted most of the gender-stereotyped views. An
item and item analysis show some inconsistencies in responses.
For instance, 75.4 percent of the respondents agreed to stereotype belief that “boys can handle pressure situations
better than girls”. While 66.4% agreed to the stereotype that “male are strong and female are weak”. 70.3 per cent
said, “Male students generally do better in mathematics than female”.
While to the stereotype belief “boys generally possess more scientific skills than girls” 67.1% agree. 70.3% agree
that “Females are better in reading than their male counterpart”. While 59.4% agree that “Boys are more active and
outspoken than girls”. 87.7% agree that “Boys are naturally better at most sports” This is consistent with the reaction
to item 9 “men should be the head of the family”, 90.4%.
Again, it is surprising to find that only (45.2%) of the teachers agreed to the gender stereotype belief “Women’s place
is at home” This is consistent with the reaction to item 8 “Girls are well dress and neat than boys” 71.6% agree with this
which shows that teachers also hold positive attitude towards female gender. After getting these responses from
teachers it has been suggested that universities’ teachers hold positive beliefs towards male as well as female students.
Table 2 suggests that teachers possess positive attitudes and was favorably prepared to address gender imbalances
among students. Indeed, expect for item 2, all has mean scores above the neutral level of 3.0. The means of the
responses ranged from 2.4839 to 4.5677, with an overall mean of 68.8131. The findings reveal that, despite the
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variability in responses given, respondents generally agreed with all statements. Teachers have majority of attitudes
towards gender-stereotype practices. More than half of the teachers either agreed or strongly agreed that “Awareness
about the gender-stereotyped issues should be incorporated into all university subject” (89.6%), “Teacher education
program should prepare students to deal with gender-stereotyped and bias in classroom and universities” (83.3%) and
they would “Teacher education program should promote gender sensitive behavior” (81.3%). (94.2%) agrees that
“My classroom practices encourage students to respect other gender”. (90.9%) agrees that “Teachers should be
involved in shaping their students’ perceptions about gender roles”. (94.8%) agrees that “Boys and girls should be
given equal opportunity and not treated differently”. (89.6%) agrees that “Girls/women should be encouraged to
enter traditionally male jobs such as engineering, medicine or architecture”. So according to these results we can
say that university teachers exercise gender equitable behavior in the class and encourage students to respect other
gender.
T-test and One-way analysis of variance (ANOVA) was conducted to determine significant differences in teachers’
background variables and their awareness of gender-stereotyped belief and perception gender-stereotyped. The
summary of results is presented in Table 3 and 4.
Table 3 indicates that there is insignificant difference existed in teachers’ gender-stereotyped perception and gender,
marital status, and university ownership. On their Belief significant difference was observed in teachers’ marital
status and ownership. This shows that teachers’ beliefs are based on marital status and university ownership. All
teachers were Muslims and from urban area.
Table 4 indicates that one-way ANOVA has been conducted, significantly difference of awareness of
gender-stereotyped belief has been observed with designation (F=4.406, <0.05), age (F=7.626, <0.05), and has
insignificant difference with regard to tenure, qualification, language.
However, significantly difference of gender-stereotyped perception has been observed with qualification (F=2.924,
<0.05), language (F=3.342, <0.05), age (F=5.852, <0.05), and has insignificant difference with regard to tenure,
designation.
This shows that gender-stereotyped belief is effected by designation and age while gender-stereotyped perceptions
are effected by qualification, language and age.
According to result, Table 1 shows that we will accept Hypothesis 1 that teachers exercise positive attitude towards
students regarding students’ gender role, as they don’t discriminate between girls and boys, so universities’ teachers
hold positive beliefs towards male as well as female students. While Table 2 shows that university teachers exercise
gender equitable behavior in the class and encourage students to respect other gender as when teachers are asked about
gender stereotype perception (90.9%) agrees that “Teachers should be involved in shaping their students’ perceptions
about gender roles”. (94.8%) agrees that “Boys and girls should be given equal opportunity and not treated
differently”. (89.6%) agrees that “Girls/women should be encouraged to enter traditionally male jobs such as
engineering, medicine or architecture”. So we will accept Hypothesis 2 that Teachers exercise gender equitable
behavior in class. Table 3 shows that Teachers genders don’t significantly effects the belief of teacher regarding
students’ gender role so we reject the Hypothesis 3 which shows that teacher gender don’t affect the belief of teachers.
While Teachers’ university ownership and marital status significantly affect belief of teacher regarding students’
gender role so we will accept Hypothesis 4 and Hypothesis 5.
This shows that married and unmarried have different belief towards student gender role and with consistent to this
by the change in university ownership effects teachers’ belief toward student gender role.
While results in Table 3 regarding teachers perception shows that teachers gender, university ownership and marital
status don’t have significant effect with the student gender biasness. So we reject H6, H7, and H8. Table 4 shows that
Teachers’ designation and age significantly effects the belief of teachers regarding students’ gender role so we accept
H9 and H13 and Teachers’ tenure, qualification, and language have insignificantly effects the belief of teacher
regarding students’ gender role so we reject H10, H11 and H12. While Table 4 shows that Teachers’ qualification,
language and age significantly effects the perception of teacher regarding students’ gender role so we accept H16,
H17 and H18 and Teachers’ designation and tenure have insignificantly effects the perception of teacher regarding
students’ gender role so we reject H14 and H15.
5. Conclusion
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As from above results we conclude that teachers have positive attitude towards male and female students, as they
show no biased behavior towards student’s gender. While they exercise equitable attitude with students and
encourage both regardless of gender. Most of the teachers detained gender-stereotypes and are embarrassed of
gender-stereotypes practices in universities. Teachers are unaware and deny that they embrace or publicize biased
perceptions of males and females. Some results show a significant difference between the gender stereotype belief,
attitudes and practices of males and females teachers. These results found huge support with previous studies. The
finding related to the variable age was found to contradict previous research Alsalehi (1998) and Wooldridge &
Richman (1985) where teachers’ age significantly effects the belief of teacher regarding students’ gender role.
Another important conclusion drawn from the study is that there was a significant difference between teachers’
awareness of beliefs and perception of gender stereotyped and teachers’ background characteristics which is really
prominent in results. According to the previous studies done by Tatar & Emmanuel (2001); Sahin et al., (2002) and
Tantekin (2002) suggested that there is difference between teachers’ background characteristics and teachers’
awareness of beliefs, and practices in the classroom.
5.1 Implications
The findings from this study has great implications for classroom practice and university administration of the need
for a cultivated awareness of gender issues in terms of professional development, gender-balanced curriculum,
instruction and assessment and universities culture. Therefore it is recommended that our teachers must learn to
recognize and eliminate gender bias in their student-teachers interactions both within and outside the classroom
because age, qualification, designation, language, marital status and ownership have significant relationship with
students’ gender biasness. Seminars and workshops should be organized for in-service teachers, administrators and
parents to eliminate this element due to which students suffered a lot. Teacher should avoid language that limits one
gender or another from participating in classroom interaction. They should learn to be careful in their language. The
use of gender-neutral labels such as chairperson and head teachers should be exhilarated in social engagements.
Teachers should use gender-neutral educational materials and texts in their teaching as a step to avoid this bias. In
addition, Federal and States Ministries of Education need to develop textbooks and materials, establish mechanisms
to monitor and evaluate education policy implementation from a gender equality perspective.
5.2 Research limitations
University teachers shows biasness towards students’ gender role which is reinforcing in their students through
unequal distribution of special education service, entertained messages, more concentration toward girls, unbalanced
time, give inequitable attention towards students and if this element is not removed, students will fail to contribute
their gifts to society.
5.3 Direction for future research
It has been directed for future research that there should be need to know why diversity of teachers shows different
attitude towards student gender in universities instead of they are highly educated and they should be neutral. A
comparison should have made that where this gender stereotyping is more exercised, either in private or public sector.
In this paper, this relationship has only been find in universities, it has been recommended, that the effect of biasness
should be examined in other sectors like OGDCL, Telecom sector and such type of other organizations.
References
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Figure: 1 Theoretical Framework
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Table 1: Percentage, Mean and Standard Deviation of Teachers’ Gender-Stereotype Beliefs
Statements
Boys can handle pressure
situations better than girls
SA
52
(33.5)
A
65
(41.9)
UD
6
(3.9)
D
28
(18.1)
SD
4
(2.6)
Mean
3.8581*
S.D
1.1477
Male are strong and female
are weak
29
(18.7)
74
(47.7)
11
(7.1)
30
(19.4)
11
(7.1) 3.5161* 1.2025
Male students generally do
better in mathematics than
female students
46
(29.7)
63
(40.6)
5
(3.2)
30
(19.4)
11
(7.1) 3.665* 1.2806
Boys generally possess more
scientific skills than girls
28
(18.1)
79
(49)
16
(10.3)
29
(18.7)
6
(3.9) 3.5871* 1.1036
Females are better in reading
than their male counterpart
46
(29.7)
63
(40.6)
5
(3.2)
3
(19.4)
11
(7.1) 3.665* 1.2806
Boys are naturally better at
most sports
54
(34.8)
82
(52.9)
1
(.6)
13
(8.4)
5
(3.2) 4.0774* .9904
Boys are more active and
outspoken than girls
30
(19.4)
62
(40)
4
(2.6)
52
(33.5)
7
(4.5) 3.3613* 1.2529
Girls are well dress and neat
than boys
42
(27.1)
69
(44.5)
6
(3.9)
26
(16.8)
12
(7.7) 3.6645* 1.2550
Men should be the head of the
family
72
(46.5)
68
(43.9)
2
(1.3)
7
(4.5)
6
(3.9) 4.2452* .9759
Women’s place is at home 22
(14.2)
48
(31)
3
(1.9)
54
(34.8)
28
(18.1) 2.8839 1.3955
* mean score above the neutral level of 3.0
Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol 2, No.7, 2012
26
Table 2: Teachers Perception of Gender-Stereotyped Practices in Classroom
Statements
SA
A
UD
D
SD
Mean
S.D
1
Teachers should encourage male and female students to carry out the same activities
66
(42.6)
71
(45.8)
2
(1.3)
11
(7.1)
5
(3.2)
4.1742*
.99445
2 Teachers should devote more time to encouraging girls than boys
7
(4.5)
47
(30.3)
2
(1.3)
57
(36.8)
42
(27.1)
2.4839 1.29612
3 Girls/women should be encouraged to enter traditionally male jobs such as engineering, medicine or architecture
52
(33.5)
87
(56.1)
12
(7.7)
4
(2.6)
0 4.2065* .69035
4 There should be concerted efforts to raise students with a non-sexist orientation, at home and in universities
68
(43.9)
54
(34.8)
19
(12.3)
14
(9)
0 4.1355* .95399
5 Teachers should be involved in shaping their students’ perceptions about gender roles
56
(36.1)
85
(54.8)
6
(3.9)
8
(5.2)
0 4.2194* .74964
6 Teachers should discourage students from acting out gender-stereotyped roles
47
(30.3)
60
(38.7)
20
(12.9)
28
(8.1)
0
3.8129* 1.06165
7 Boys and girls should be given equal opportunity and not treated differently
89
(57.4)
58
(37.4)
2
(1.3)
2
(1.3)
4
(2.6)
4.4581* .81574
8 I use gender equitable language in my lessons 53
(34.2)
72
(46.5)
3
(1.9)
27
(17.4)
0 3.9742* 1.03163
9 I obtain and use instructional materials which are gender neutral in my lessons
54
(34.8)
71
(45.8)
14
(9)
16
(10.3)
0 4.0516* .92437
10 I try to discourage gender stereotyped behaviour in my classes
52
(33.5)
70
(45.2)
13
(8.4)
2
(12.9)
0 3.9935* .97032
11 My classroom practices encourage students to respect other gender
97
(62.6)
49
(31.6)
9
(5.8)
0 0 4.5677* .60323
12 Every student needs to learn about gender issues 73
(47.1)
59
(38.1)
23
(14.8)
0 0 4.3226* .72017
13 Awareness about the gender-stereotyped issues should be incorporated into all university subjects
52
(33.5)
87
(56.1)
12
(7.7)
4
(2.6)
0 4.2065* .69035
14 Schools and government are not doing enough at the moment to create awareness about gender issues in university
41
(26.5)
86
(55.5)
8
(5.2)
20
(12.9)
0 3.9548* .91412
15 Teacher education programme should foster awareness of gender –stereotyped issues
39
(25.5)
104
(67.1)
12
(7.7)
0 0 4.1742* .54830
16 Teacher education programme should prepare students to deal with gender-stereotyped and bias in classroom and university
41
(26.5)
88
(56.8)
14
(9)
12
(7.7)
0 4.0194* .81759
17 Teacher education programme should promote gender sensitive behaviour
54
(34.8)
72
(46.5)
17
(11)
8
(5.2)
4
(2.6)
4.0581* .94826
Overall 68.8131
*mean score above the neutral level of 3.0
Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol 2, No.7, 2012
27
Table 3: T-test of Significant Differences in Some Independent Variables and Beliefs and Perception of Gender-stereotyped N Mean S.D t sig
Gender
Belief Male 89 3.6652 .77314 -.279 .781
Female 66 3.6348 .49318
Perception Male 89 4.0271 .38584 .815 .146
Female 66 4.0758 .34109
Marital Status
Belief Married 92 3.5304 .745200 2.810 .006*
Unmarried 63 3.8302 .48448
Perception Married 92 4.0723 .35435 -1.001 .318
Unmarried 63 4.0121 .38503
University Ownership
Belief Public 90 3.5622 .80791 1.9998 .048*
Private 65 3.7769 .36690
Perception Public 90 4.0065 .38472 1.657 .100
Private 65 4.1050 .33575
*Significance level 0.05
Information and Knowledge Management www.iiste.org
ISSN 2224-5758 (Paper) ISSN 2224-896X (Online)
Vol 2, No.7, 2012
28
Table 4: Analysis Of Variance in Some Independent Variables and Beliefs and Perception of Gender-Stereotyped
Sum of Squares
df Mean Square
F Sig.
Designation
Belief Between Groups 5.510 3 1.837 4.406 .005*
Within Groups 62.937 151 .417
Total 68.447 154
Perception Between Groups .994 3 .331 2.532 .059
Within Groups 19.759 151 .131
Total 20.753 154
Tenure
Belief Between Groups 1.004 4 .251 .558 .693
Within Groups 67.443 150 .450
Total 68.447 154
Perception Between Groups .333 4 .083 .611 .655
Within Groups 20.420 150 .136
Total 20.753 154
Qualification
Belief Between Groups 2.144 3 .715 1.628 .185
Within Groups 66.303 151 .439
Total 68.447 154
Perception Between Groups 1.139 3 .380 2.924 .036*
Within Groups 19.613 151 .130
Total 20.753 154
Language
Belief Between Groups 4.431 5 .886 2.063 .073
Within Groups 64.016 149 .430
Total 68.447 154
Perception Between Groups 2.092 5 .418 3.342 .007*
Within Groups 18.660 149 .125
Total 20.753 154
Age
Belief Between Groups 6.242 2 3.121 7.626 .001*
Within Groups 62.205 152 .409
Total 68.447 154
Perception Between Groups 1.484 2 .742 5.852 .004*
Within Groups 19.269 152 .127
Total 20.753 154
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